Effectiveness of Using English Vocabulary Mobile Applications on ESL's Learning Performance

Rezaei, Azadeh; Neo, Mai; Pesaranghader, Ahmad

doi:10.1109/icicm.2013.27

Cited by 11 publications

(17 citation statements)

References 6 publications

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“…Through a study, Zou and Li [23] revealed that enjoyment in using mobile learning applications among learners also indicates significantly high motivation particularly on the conduct and integration of learning practices in their mobile application. The high motivation among learners in using an application for language learning is also supported in the study of Klimova and Zamborova [15], Idres et al [24], and Rezaei et al [25]. In addition to this, Baleghizadeh and Oladrostam [14] pointed out that mobile phones are vital towards improving speaking quality among students learning English language, particularly among developing countries.…”

Section: Literature Reviewmentioning

confidence: 76%

“…In addition to this, Baleghizadeh and Oladrostam [14] pointed out that mobile phones are vital towards improving speaking quality among students learning English language, particularly among developing countries. In support of this, Sila Ahmad et al, [21] and Rezaei et al [25] reported a positive impact of mobile applications towards enhancing language learning among students. Moreover, student perception on its usefulness and their intention to use such applications can improve over time [26].…”

Section: Literature Reviewmentioning

confidence: 80%

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Development of INSVAGRAM: An English Subject-Verb Agreement Mobile Learning Application

Miranda

Dianelo

Yabut

et al. 2021

Int. J. Emerg. Technol. Learn.

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English language proficiency of students in the Philippines is a point of concern by many institutions particularly as it was highlighted when the results of the first participation of the country in the Program for International Student Assessment (PISA) was released. The use of technology-aided educational applications dedicated to language learning, particularly those that can be accessed through mobile devices, is heavily studied internationally. However, in the Philippines, there is a limited number of developed mobile-supported applications that assist acquisition and learning of language, specifically English. Thus, the study aims were to develop a mobile learning application intended to assist students in learning a least mastered topic in English. The study utilized mixed-method descriptive research design. For the quantitative part, it employed a content-validated questionnaire to survey 132 fifth grade students, while for the qualitative part; it interviewed five English language teachers in the Philippines. A mobile learning application intended for smartphones in an Android OS was developed with focus on subject-verb agreement (SVA) as identified topic which was divided into 10 sub-topics. The application comprises two main parts: The Learn and Play Mode. Additionally, the application was also able to integrate an animated character named Alvin to simulate interaction. Alvin interacts with the user by narrating lessons, giving remarks, providing basic corrective feedback in the form of text, and expressing feelings based on the user’s inputs when doing exercises. The survey from students aged 10 to 12 years old showed that they have very often access to technological devices (i.e., desktop, laptops, tablet, smartphone) (M = 4.33) and that their technology aptitude in using them is high (M = 3.45). Furthermore, results also showed that students mostly prefer smartphones for their learning as it is their most available device at home. It is recommended to subject the developed mobile application to a user acceptance and usability testing in different educational contexts. Additionally, it is suggested to explore newer technologies like artificial intelligence to make the application intelligent and more responsive to students’ needs and inputs. Future studies may also include addition of new topics as well as developing similar applications that are localized and culturally-aware.

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Section: Literature Reviewmentioning

confidence: 76%

Section: Literature Reviewmentioning

confidence: 80%

Development of INSVAGRAM: An English Subject-Verb Agreement Mobile Learning Application

Miranda

Dianelo

Yabut

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Regardless of the location, a user can learn anywhere [18,19]. [1] Reveals that teaching and learning can be supported with technological tool through e-learning as a result of rapid development of information and communication technology. [14] In a study, stated that e-learning is characterized as any utilization of web innovation to make instructive exercise and experience.…”

Section: Introductionmentioning

confidence: 99%

Malay Language Mobile Learning System (MLMLS) using NFC Technology

Shawai¹,

Almaiah²

2018

IJEME

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This paper proposes a portable learning framework that uses cell phones and Near Field Communication (NFC) innovation in which this application permits understudies to connect with genuine questions and get data from the labels that are put on the item by filtering the tag put on the article. These gimmicks empower the learning procedure at all over the place (pervasive learning) and enhance the viability of the learning methodology. In this paper, Mobile Application Development Lifecycle (MADLC) model was utilized to safeguard effective M-Lang framework conveyance. M-lang framework clients are required to utilize cell phones to advance the involvement in Malay Language learning.

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“…In most of the studies, the researchers focussed on exploring the use of commercial mobile applications in learning vocabulary (Ali & Ghazali, 2016;Aslan, 2016;Chen et al, 2019;Deris & Shukor, 2019;Guaqueta & Castro-Garces, 2018;Klimova & Polakova, 2020;Setiawan & Wiedarti, 2020;Wang & Shih, 2015). Other than that, four of the studies were identified to use social media applications in vocabulary learning (Bensalem, 2018;Khabsarian-Dehkordi & Ameri-Golestan, 2017;Ko, 2019;Rezaei et al, 2013). In addition, there were also researchers exploring the effectiveness of multimedia presentations on learning second language vocabulary using mobile phones (Lin & Yu, 2016) and the effectiveness of word search using mobile phones for vocabulary learning (Govindasamy et al, 2019).…”

Section: Freshmen Studentsmentioning

confidence: 99%

A Systematic Review of Vocabulary Learning with Mobile-Assisted Learning Platforms

Ji¹,

Aziz²

2021

IJARBSS

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This paper presents a systematic review of relevant published studies on the use of mobileassisted learning platforms in vocabulary learning. This systematic review aims to explore the effectiveness of the mobile-assisted learning platforms on the vocabulary learning of ESL/EFL learners and the perceptions of students in the learning of vocabulary using mobile-assisted learning platforms. Following a systematic search and application of inclusion and exclusion criteria, twenty studies were retained and subjected to data analysis and synthesis for the systematic review. Google Scholar, ScienceDirect, Educational Resources Information Centre (ERIC), SAGE, Scopus, Springer e-journals, Web of Science and JSTOR databases were searched to identify relevant studies. Results indicate that the mobile-assisted learning platforms aid ESL/EFL learners in vocabulary acquisition, enhance vocabulary retention, increase motivation and provide rich and supplemental language learning materials and experience. The findings of the past related studies also highlight that students perceived vocabulary learning using mobile-assisted learning platforms as efficient, easy to use, flexible and accessible, satisfying, entertaining and interesting. However, there are also some negative perceptions of students towards the use of mobile-assisted learning platforms in the learning of vocabulary. As mobile-assisted learning platforms bring more advantages than disadvantages, educators and teachers shall explore and implement them in language classrooms to engage and motivate students in vocabulary learning.

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Effectiveness of Using English Vocabulary Mobile Applications on ESL's Learning Performance

Cited by 11 publications

References 6 publications

Development of INSVAGRAM: An English Subject-Verb Agreement Mobile Learning Application

Development of INSVAGRAM: An English Subject-Verb Agreement Mobile Learning Application

Malay Language Mobile Learning System (MLMLS) using NFC Technology

A Systematic Review of Vocabulary Learning with Mobile-Assisted Learning Platforms

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